Psych 110-final

-habituation
-sensitization
-S* learning (biological significance)
-basically a single stimulus

Classical/pavlovian vs. instrumental/operant
S-S* vs. R-S*

R-S*=how an animals behavior can influence the occurance of the S* (assoc between a beh and a S*)
-S* is DEPENDENT on the animals behavior
-indicates animals can control events in their enviro rather than just adapting to them
-goal directed behavior

S-S* learning is an association between a stim and a biologically significant event
-S* will occur irrespective of the animals behavior

-cats in latch boxes

-derived the law of effect

-thorndike
-if a response is followed by satisfaction/pleasantness/good then the association between the situation and the response is strengthened
-if a response is followed by discomfort/bad, the S-R association will be weakened

-its an association between the stimulus and the response

-NOTE: thorndike talked about S*-R but we now talk about R-S*

-behaviorist manifesto (psych should be objective-observable behaviors)
-study mental processes by linking them to behavioral outcomes
-give me a dozen healthy infants....
-little albert

-gets away from strictly behaviorist notion
-association between stim and GOAL, not stim and response
-responses can then be flexible in attaining that goal

-e.g. rats in water maze

-example of goal learning (tolman)

-if rat was doing response learning then on second maze they would try going straight, instead they learned the general layout of maze and where the food/goal is so they head to exit 5 not straight

-example of goal learning (tolman)

-consistent place rats rewarded for always going to same goal location regardless of start place-->did better
-consistent turn rats rewarded for always turning same way regardless of start place-->did worse

-whats more important is learning more about whats going on in general rather than specifically

-example of goal learning (tolman)

-r group: rewarded when reach goal location
-nr group: never rewarded
-nr-r group: rewarded after 10 trials

-nr-r group had sudden improvement after rewards began=they were learning about the maze in the beginning even though they werent being rewarded
-suggests a learning vs. performance distinction (whats actually learned is not always evident in behavior)

-response is considered an operant (behavior controlled by its consequences--reinforcer)
-behavior can be controlled by either its antecedents (respondent behvior/classical conditioning) or its consequences (operant behaivor)
-correlation between S* and R
-behavior is voluntary-->lawfully related to the environment (led to radical behaviorism)
-skinner box (allows animal to operate on something-observable)
-superstitious behviors

-skinner

emphasizes the exclusive study of external events (observable stimuli and responses) and avoids any inferences about processes inside the organism

-skinner
-random reward leads to bizarre behaviors
-innate tendency to see causation in events

-skinner

-an operant response's occurance is dependent on a stimulus that set the occasion for it (precedes it)

S^D

-a stimulus that sets the occasion for, rather than eliciting a response
-stim that signals whether the response will be reinforced or not

-Sdelta sets the occasion for not responding